The present paper investigated the effectiveness of concept mapping as a learning strategy on EFL students’ SELF-REGULATION (metacognitive SELF-REGULATION, time and study environment, effort REGULATION, peer learning, and help seeking). Sixty university students participated in the study. They were randomly assigned to control and experimental groups, each including thirty students. They were at the intermediate level of English proficiency and studying English either Translation or Literature. Their language proficiency was determined by the Michigan Test of English Language Proficiency (MTELP) (Corrigan, 1979). The instrument to collect data on the students’ selfREGULATION was the Motivated Strategies for Learning Questionnaire (MSLQ) (Printrich et al., 1991). The findings revealed that students gained higher SELF-REGULATION in writing tasks as the result of the explicit instruction of the concept mapping strategy. The findings have implications for pedagogy as well as for research.

Social networks have shaped a major part of our lives today. In addition to benefits for societies, this phenomenon has also brought disadvantages. One of these important problems is breach of users' privacy in social networks. Social networks have access to the data and information of many of their users, who can use that information for different purposes. Therefore, it is necessary to protect the information and privacy of the users more than before. The main question is whether collecting, categorizing and selling users' information in social networks is a breach of their privacy? And what solutions are there to deal with it? In this article, using the analytical descriptive research method, the above issue has been investigated. Finally, this article has reached the conclusion that the use of users' information by social networks is a breach of users' privacy, and it is not possible to accept all conditions when users register in social networks as the user's consent to use their data. Therefore, it is necessary to regulate the use of user information in social networks and prevent further misuse of user information. In this regard, there are three main solutions (REGULATION, SELF-REGULATION and tax collection). It is not effective to use only one method to protect users' data. it is recommended to use a combination of the aforementioned methods, but the most effective method in this regard is to impose a tax on social networks and spend these amounts to develop digital security and protect users' data and compensation for damages. In Iran, due to the existence of a legal gap, in order to protect users' data, a law should be approved to protect users and their information in social networks.

The purpose of this study was to investigate the effectiveness of educational selfregulatory education on academic SELF-REGULATION and mindfulness in elementary school students in Sirjan city in 1918. The current study is a pre-test, post-test with control group. In this research, the SELF-REGULATION method was considered as independent variable and improvement of mindfulness and creation or increase of SELF-REGULATION as dependent variables. The statistical population of this study includes all primary school girls in the city of Sirjan, which has a total of 2547 students in 30 schools. The sampling method used in this research is multistage cluster sampling. In the first stage, among all primary school girls in Sirjan (30 schools), two schools were randomly selected from each school. 30 subjects (60 subjects in total) were randomly selected and tested and tested in two experimental and control groups. The research tools were two questionnaires: SELF-REGULATION Learning Strategies Questionnaire (MSLQ) (Pintrich and De Grote) and Freiburg's (FMI-SF) Mindfulness. The results of the research showed that SELF-REGULATION education increases the knowledge and SELF-REGULATION of knowledge in knowledge The students have a positive effect. There is a significant difference between SELF-REGULATION and mindfulness between the control and experimental groups, which indicates that SELF-REGULATION education has had a positive effect on the mind of knowledge.

The current research was conducted with the aim of the effect of attachment style on emotion REGULATION with the mediating role of identity style. The research method was descriptive and structural equation analysis. The statistical population of the research was all second year high school students of Kashan city in the academic year of 1400-1401, of which 500 people were selected by random cluster method. Data were collected based on three questionnaires: Gross & Jan (2003) Emotional REGULATION Inventory, Identity Style Scale (6G-ISI) and Collins and Reid (1990) Attachment Style Questionnaire. The data are obtained by structural equation modeling and using Laserl 8.8 and 26 spss software. analyzed. Based on the results, secure attachment style at a significance level of 0.01, avoidant attachment style at a significance level of 0.05, and ambivalent attachment style at a significance level of 0.01 directly predicted emotion REGULATION. Among the three attachments, secure attachment style predicted emotion REGULATION at a significant level of 0.01, with the mediation of identity styles. Informational identity style at a significance level of 0.01, confused identity style at a significance level of 0.05 directly predicted emotion REGULATION. Among the three attachments, only the secure attachment style at a significance level of 0.01 had a significant role in predicting the normative identity style. According to the results of this study, emotion REGULATION is one of the most important constructs of educational psychology and an important factor in determining mental health and successful performance. It is in education that the factors affecting emotion REGULATION and its antecedents should be identified. Planning for training and holding educational workshops in this field in schools is suggested for students.

Objective: The present study was conducted with the aim of effective school-based SELF-control skill training on increasing psychological hardiness and SELF-efficacy of male students of the first secondary level.Method: This research is a semi-experimental study with a pre-test-post-test design with a control group. The statistical population of the present study included male students of the first secondary school in Qom city, 30 students were selected using the available sampling method and divided into two groups of 15 people completely randomly. Students in the experimental group participated in 8 sessions of the school-based SELF-control training program, and the control group did not receive training. Before and after the implementation of the intervention, both groups were evaluated using the psychological hardiness scale of Lang and Goulet (2003) and the SELF-efficacy scale of children and adolescents (SEQ-C). The data was analyzed using spss-22 software and through repeated measures analysis of variance test.Findings: The results showed that school-based SELF-control skill training has a significant effect on increasing students' psychological hardiness and SELF-efficacy (P<0.01). Conclusion: The findings of the present study indicated that school-based SELF-control skill training can be an effective intervention in increasing psychological hardiness and SELF-efficacy in students.